1. hobbies and interests
2. reading

Parent Information Evening
27 April 2015
What is NAPLAN?

NAPLAN is the acronym for National
Assessment Program – Literacy and
Numeracy.

These are National tests administered to
every student in Years 3, 5, 7, 9

All students participate in the tests on:
12th language conventions & writing
13th reading
14th numeracy May 2015
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How do I read the results?

Each student can achieve within a scope of
6 Bands

Year 3
 Bands 1 – 6


Year 5
 Bands 3 – 8


(National Minimum Standard – Band 4)
Year 7
 Bands 4 – 9


(National Minimum Standard – Band 2)
(National Minimum Standard – Band 5)
Year 9
 Bands 5 – 10

(National Minimum Standard – Band 6)
Which tests do students
participate in?

Reading – comprehension and use of text
types

Writing – using the features of language
and literacy to construct a text

Language Conventions – use of spelling,
grammar and punctuation

Numeracy (Non-Calculator) – knowledge
and use of concepts in number, patterns
and algebra, measurement, space, chance
and data

Numeracy Calculator (Years 7 & 9 only) –
knowledge and use of solving multi-step
questions requiring more thought
processing
What happens at school?

The curriculum of the school exposes
students to all of the concepts needed to
achieve well - ACARA
NAPLAN ‘tests’ the
elements/content of
 Teachers plan ACARA,
learningtherefore
experiences
the key for the
students that will
provide
opportunity
concepts
of the
tests are to
develop knowledge
and understanding
of
being taught
as part of our
the concepts. normal teaching and
learning routine across all
 Students use their skills
class to
Yearin
levels
demonstrate their knowledge and
understanding of concepts.

Teachers refine learning experiences to
suit the needs of the students when they
are experiencing success or difficulties.
What happens at school?


As part of our normal school routine, we
provide a process of on-going diagnostic
testing using the DRA system (for reading)
and ‘Words their Way’ for spelling as well
as using diagnostic testing tools aligned
with the National Curriculum for Numeracy
and school assessments to provide
teachers with a clear understanding of
your child’s strengths and areas to work on
from P-6 throughout the school year.
Individualised teaching and learning
strategies are constructed according to
needs.
What happens at school?




Additional support for all classes
Previous tests are administered early in
term 1 and used as ‘diagnostic tools’ – this
means that we use the information from the
results to further inform our teaching and
learning processes in the classroom
We identify weaknesses in understanding
of concepts and content and group
students accordingly
We construct groups across 2 classes with
3 or 4 teachers – this allows us to focus our
teaching on ‘needs’ basis
These groupings occur in Numeracy and
Literacy
What happens at school?

Practice test week 2 (2014 NAPLAN tests)
to:

Get them used to the testing environment
and behaviours

Provide us with details about how we can
support students in the actual test
How can I help at home?

Talk about test taking as a normal part of
student and school routines which they will
continue to encounter throughout life –
encourage them to try to work
independently and ‘have a go’

Develop your child’s confidence by
encouraging them to try their best

Encourage students to approach the week
in a relaxed and comfortable manner, it is
really just another day at school
Reading

Listen to your child read and read to your
child
Expose children to a range of texts –
stories with a message, poems, newspaper
items, information texts, letters, book and
movie reviews, maps, graphs

Help them to expand their vocabulary

Ask questions about what they are reading,
have them recall detail from texts

Encourage them to highlight texts when
they are reading, eg. key points, difficult
words, main ideas

While reading the text…….

Ask questions such as…..

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


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What other words could be used?
What does that sentence/phrase mean?
Who is talking? (use when there are
conversations between characters)
Why do you think that is happening/ has
happened?
What do you think the writer means?
What is the purpose of the text (ie. why do
you think the writer created the text)?
Use who, what, where, when, why, which and
how questions
Writing

Encourage your child to write any text –
this helps them concentrate and become
confident

Ask your child to proofread their work
before you look at it with them – spelling,
punctuation, paragraphs

Encourage your child to write neatly and to
plan their writing, eg. Who is their
audience, what are the best words they
could use to communicate meaning?

Listen to your child read what they have
written and help them understand where
punctuation should be used in the text
While writing tasks together …

Help your child with…..
Reading a paragraph after it is
written to check it sounds right
 Knowing when to put a punctuation
mark – statement, question,
exclamation, comma
 Encouraging them to try to be brave
with their spelling – they should not
be scared to attempt more
challenging words

Language Conventions
(Spelling, Grammar, Punctuation)

In the context of reading, discuss the
punctuation and grammar and how it adds
meaning

Discuss spelling patterns, where words
come from and build words together

Encourage your child to proof read their
work and the work of others

Encourage your child to use words with
similar meanings and words with opposite
meaning to build their vocabulary
Numeracy

Incorporate numeracy and the 5 strands
into everyday activities






Number – number facts and counting
Space – where can different shapes be seen
Patterns and Algebra – what is missing from the
equation
Measurement – talk about different methods of
measuring
Chance and Data – talk about possibilities of things
happening
Read the whole maths questions with your
child before starting and help them
understand how and where to start to solve
the problem
Numeracy

Using everyday activities that require
numeracy concepts…
 Using money to purchase items and
for addition, subtraction, number
facts
 Using time around the home to
recognise how long jobs take,
cooking, travelling, calendars
 Measuring distance for walks,
cycling, recipes
 Ask your child to explain the maths
strategies they are using in class
What now?



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Ensure you have the equipment for your
child to take with them on the days of each
test
Prepare your child for the day by making
sure they get into the pattern of going to
bed early and having a good breakfast and
provide them with good food and water
throughout the day
Stay calm and relaxed, it is only a test in
time and does not effect student results
Results are posted home in
August/September
Equipment
If you have further questions
about participation or support in
the testing period, please direct
these to Admin, Principal or DPs